During reading, the teacher may: Remind students to use comprehension strategies as … Think, talk, and write about the topic of the text.


Sadly, comprehension has often been reduced to answering obvious questions or dissecting text in a somewhat rote fashion.

Inferencing is the process of reaching conclusions based on information within the text and is the cornerstone of constructing meaning. Students examine text closely and create annotations to make personal and meaningful connections with the work. Strategic readers use a variety of strategies to construct meaning. Inferences Questioning Students make inferences when they build on their prior knowledge and formulate conclusions about that particular text or concept based upon the evidence and connections they make to the text/concept. The road to true literacy also includes the ability to construct meaning. Teaching Student Annotation: Constructing Meaning Through Connections.

However, when students add notes onto their story map during reading and write a summary afterward, it can be considered a strategy for constructing meaning. The preoccupation is on finding out whether or not students have grasped the meaning of the words they have seen on the page. One of the ways readers tried to make meaning of the text was a strategy we called "rhetorical reading," an … text but their own knowledge of the world, of the topic, and of discourse con- ventions, to infer, set and discard hypotheses, predict, and question in order to construct meaning for texts.

These strategies include: inferencing, identifying important information, monitoring, summarizing, and question generating. However, it is not necessary for readers to decode every word in a text in order to read it effectively (Nagy, 1988). 2001. Strategic readers decode printed words as a part of this process of constructing meaning. In today's lesson, we'll take a look at how readers can use text to construct meaning. Sounding out words, like 'cat' and 'dog,' is only part of the process of learning to read. Although this approach gave teachers an abundant framework and set of strategies to approach reading comprehension with, it however did not pay enough attention to the social context in which situations occurred, the cultural background of the reader, the text type or what the reader brought to the text … Second grade students, for example, may read The Cat in Strategies for Constructing Meaning.
Seven strategies to teach students text comprehension.

Adapted from Adler, C.R. Learn about evidence-based practices that encourage first graders' engagement with texts. The terms reading strategies and processing strategies are often used interchangeably in the context of learning to read. meaning”. Reading comprehension is the process of constructing meaning from text. One question that some elementary teachers asked last year was about Constructing Meaning and how it relates to GLAD strategies which are used to support language instruction at the primary grade levels. Constructing Meaning From Text: An Analysis of Ninth-Grade Reader Responses MICHAEL W. SMITH The University of Wisconsin-Madison ABSTRACT The cognitive processes of five successful and five less-successful ninth-grade readers used to construct meaning from narrative text … Cognitive strategies are the mental processes used by skilled readers to extract and construct meaning from text and to create knowledge structures in long-term memory. We'll specifically highlight paraphrasing, making connections, visualizing, questioning, and making inferences. When these strategies are directly taught to and modeled for struggling readers, … During Reading.

Novice readers must be taught to decipher and understand the meaning behind the words being read.

However, in this book, the term reading strategies has been extended to cover comprehension strategies and the term processing strategies is consistently used to describe the in-the-head ways by which readers make use of the sources of information in text. Preview the text (by surveying the title, illustrations, and unusual text structures) to make predictions about its content. Extensive research over the past two decades has shown that some of these strategies seem to be more significant than others (Dole, Duffy, Roehler, & Pearson, 1991). Reading comprehension involves at least two people: the reader and the writer. They may fill out the graphic organizer and just be done, without constructing meaning. The authors review reading as a transactional process, revisit the benefits of reading aloud to students, discuss three literacy strategies implemented in one first-grade classroom, and share examples of student work.